Although Arne Duncan, Jeb Bush, the New York Times, the U.S. Chamber of Commerce, and Exxon Mobil have done their best to create an air of inevitability about the Common Core (the train has left the station), parents and teachers continue to object to the imposition of these untested standards written mostly by non-educators.

In this article, which appeared in the Journal News in the Lower Hudson Valley of New York, Melissa Heckler and Nettie Webb–veteran educators– explain their objections to the Common Core.

They insist that what matters most in education is the interaction between teachers and students, not a scripted curriculum or higher standards.

They write:

Through the knowledge of subject content, teaching strategies, and brain research, teachers strive to reach and teach every child. The scripted modules undermine the essential teaching relationship by preventing the individualized exchange between teacher and student, the hallmark of active learning. Student interest should be a salient feature that helps develop and drive curriculum — something not possible with prescribed modules.

Good teachers embrace change but not change for the sake of change:

Veteran teachers recognize what we did yesterday is not necessarily good for today. Teachers embrace processes that produce meaningful, constructive change that moves education forward in our country. However, teachers recognize that Common Core is not research-based and there hasn’t been the opportunity to define and refine the standards in this chaotic collapsed time frame for implementation. Common Core is causing students to suffer. This is why teachers reject this change so vehemently. Stress has caused these reactions: students reporting they hate school, regressive behaviors like toileting mishaps, crying, increased aggression, sleeplessness and stomach upsets before and during the tests. This is what has occurred under Common Core. This is meaningless, destructive change.

Why do teachers resist the mandates of Common Core?

We suggest money spent on the development of these major unresearched and unfunded mandates to implement CCSS be used to alleviate the lack of resources — unequal staffing, support services, and restoration of school libraries, music and art classes, as well as enrichment programs in these schools. Research has shown that this is the way to help even the playing field for the districts in poverty.

Teachers are mind-molders. When they embrace, create and implement meaningful change with their students, they are helping every child reach his or her potential. Teachers embrace constructive, researched change that result in better, meaningful learning. Resistance to the Common Core standards should be understood in this context.